4th and 5th Grade Writing Folder - Berkeley County

Frequently heard mispronounced words:

Speaking words happens more quickly than writing or typing and often
words are slurred or abbreviated in speaking. For example: Many times
the speaker will drop the g in a word ending in –ing: going becomes
gunna. I am gunna go to the store rather than I am going to the store.

She’s runnin’ for for office rather than she is running for office.

I was shiverin’ from the cold, rather than I was shivering from the cold.

*Remember your job:

is not to correct others’ speech. (Speech is more casual than
written language and is delivered faster, so grammatical mistakes
will happen.)

is to correctly use grammar in your writing (and then hopefully in
your speech).

is to find your mistakes and correct your own writing.

*ONLY if you are asked to help edit someone else’s writing, do you
correct their mistakes.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 51

What is a sentence?

A sentence must contain a subject and a predicate (main verb).

*Every predicate includes a verb or verb group, but not every verb
or verb group is a predicate. (Without a main verb, it is a
fragment.)

*A subject must be a noun, pronoun, or a group of words that can
act as a noun.
Verb

Verbs may be in past or present tense. A participle may not act as a
main verb without a helping or auxiliary verb:

do/does/did, have/has/had, or am/is/are/was/were that agrees
with the subject. Also helping verbs called Modals may be used
can/could, will/would, shall/should, may/might, or must.

Types of verbs:

Main verb-conveys main action, happening, or state of being.

Linking verb conveys a state of being (is), relates to the senses (tastes,
fells, smells appears), or indicates a condition (grows, feels)

Auxiliary verb (helping verb) employed by the main verb to show tense,
mood or voice. These are:

Modals which include can/could, may/might, shall/should, will/would
and others. Other auxiliary verbs include do/does/did/done,
be/am//is/are/been, was/were, have/has/had when combined with
other verbs.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 52

Nouns

A noun as a subject is the central actor in a sentence; it may be simple, complete,
or compound.

A noun as the recipient of the action on of the verb is a direct object.

A subject complement/nominative completes the subject by renaming the noun
or pronoun equally on the right side of a linking verb.

“She was the winner.” Or “The teacher was a resident of the town.”

Verbs such as taste, become, looked, stayed and others can act as linking verbs
not just is/are/was/were.

A noun can be an indirect object if it is the recipient of an in direct or secondary
action.

“Give me a break.” Or “We made our customers special cupcakes.”
A noun can be an appositive by renaming it adjacent to the subject.

Bill, my friend, met me at the restaurant.
A noun can act as the object of a preposition.

“to the store”.
A noun can act as an adverb when used as an adverbial object.

“I saw him this morning.”
A noun can be used as an adjective when it modifies a noun.

“mail truck” or “garden pest”.
A noun can be a direct address/vocative.

“John, please come here.”
A noun can be an object when it renames the direct object.

“The team named the bulldog or mascot.”
A noun can be a gerund (A verb turned into a noun by adding –ing).

teaching/learning/texting.
A noun can be an infinitive (to plus a verb). However not all infinitives are nouns.

Any group of words that can take the place of a pronoun can act as a noun.

They saw my sister and me. (Us); I know where they are. (that/this); The
man in the black hat (he) is standing.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 53

Pronouns

Pronouns can be in different case:
Pronouns can be subjective, the subject of a sentence.
I/we, you, he/she, it, they
Pronouns can be objective, the object in a sentence.
me/us, you, him, her, it, them
Pronouns can be possessive showing ownership.
my/ mine, our/ours, yours, his/hers/its/theirs
Pronouns can be relative.
who/whose/whom, which what that
Pronouns can be interrogative.
Who/Whose/whom? Which? What?
Pronouns can be demonstrative and refer to an antecedent.
this/these, those/that
Pronouns can be reflective.
myself, yourself, himself, herself, itself, ourselves,
yourselves, themselves
Pronouns can be reciprocal and refer to individual parts of an
antecedent.
“each other”
Pronouns can be indefinite
any, each, some, anybody/anything/anyone,
everybody/everything, everyone,
someone/somebody/something

(Please note both adjectives and adverbs are modifiers. If they modify a noun,
pronoun, phrase or clause acting like a noun the modifier is an adjective. If the
modifier modifies a verb, adverb, or other adverb then the modifier is an adverb.)

For example: good is an adjective, well is an adverb when describing how an act
was completed, but well is an adjective when describing a person’s health.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 54

Adjectives

Adjectives modify nouns or pronouns. They answer the questions
which, what kind of, or how many about the noun or pronoun.

Adjectives are compliments after linking verbs: The children are happy

Adjectives can be comparative. (having different levels of intensity)

Positive: Comparative: Superlative:
good better best
happy happier
happiest

Noun adjectives can be nouns that modify other nouns as baby sitter,
truck driver.

Proper adjectives are formed by adding –ful, -ing, -an, -ish, -less, -like to
a proper noun:

American, Middle Eastern, English, Congressional

Any group of words (phrases or clauses) that follows a noun and does
not rename the noun is used as an adjective:

The car that he drove is expensive.

Limiting adjectives or determiners convey whether the nouns are
general or specific, how many there are, and which ones it is:

A. Articles—a, an, the
B. Demonstrative—this, these that, those
C. Indefinite—any, each, few, some, other
D. Interrogative—what, which, whose
E. Numerical—one, first, two, second, three, third, four fourth
F. Possessive—my, your, their, others
G. Relative—what, which, whose, whatever, and others.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 55

Adverbs

Adverbs modify verbs, adjectives, and other adverbs. They answer the
question how, when, where, and why.

Adverbs sometimes end in –y, but not always.

Adverbs can be comparative.

Positive: Comparative: Superlative:
far farther farthest
well better best

Conjunctive adverbs modify by creating logical connections:

A. Addition—also, furthermore, moreover, besides
B. Contrast—however, still nevertheless, nonetheless, instead,

otherwise
C. Comparison—similarly, likewise
D. Result or summary—therefore, thus, consequently, accordingly,

hence, then
E. Time—next, then, meanwhile, finally
F. Emphasis—indeed, certainly

An adverb can introduce an adjective clause as in:

The cabin where we stayed was small.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 56

Prepositions

Prepositions begin prepositional phrases. The list of preposition must
be memorized.

about among between from over until
above around beyond in
across at but into past unto
after before by like
against behind down of through up
along below during off
amid beneath except on throughout upon
beside for
to within

toward with

under without

underneath

Interjections

Interjections are words or expressions that convey surprise or strong
emotion. Alone they are followed by an exclamation point. As part of
the sentence they are set off by a comma.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 57

Conjunctions

Conjunctions connect words, phrase, and clauses.

Coordinating conjunctions connect two grammatically equivalent
structures:

A. Addition—and
B. Contrast—but, yet
C. Result or effect—so
D. Reason or cause—for
E. Choice—or
F. Negative choice—nor

Correlative conjunctions are used in pairs to connect equivalent
grammatical structures.

A. Both...and
B. Either...or
C. Neither...nor
D. Not only...but (also)
E. Whether...or
F. Not...so much as

Subordinating conjunctions introduce dependent clauses that are not
as important as the independent clause.

A. Time—before, after, once, since, until while
B. Reason, choice or cause—as, because, since, rather than, whether
C. Result or effect—in order that, so, so that, that
D. Condition—if, even if, provided that, unless
E. Contrast—although, even though, though, whereas

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 58

HELPS

See additional help files on the Berkeley County Web Site.
For a list of help files, see page 75 in this folder.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 59

Practice rewriting sentences

There is a little house near the sea. It is easy to see because it
is painted blue.
Rewrite:
Near the sea, stands a cottage. This structure stands out
among the other small white houses because of its azure siding.

A small girl with a red hat walked down the street.
Rewrite:
The two year old wearing a bright red beret was easy to spot as
she toddled along the sidewalk.

In both of these examples, not only do the rewrites make the
sentence more vivid, it also lengthens the sentence which
gives you essay more quantity.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 60

"Nail the Noun” and “Vary the Verb”

Vary the Verb
Teach your students to vary the verb, using a student written
paragraph, and highlight over used verbs. Give them a spelling
dictionary to use when replacing dead verbs and overused
verbs. Student should write in present tense, so they will not
need to use helping verbs. When you give them the spelling
dictionary, they will then begin to think of other words to add
to the list of synonymous verbs.

Nail the Noun
Brainstorm to find synonymous nouns. You could have
contests or use as bell ringers to collect noun synonyms.
An example: house
Palace, cottage, bungalow, mansion, cabin, home, rancher, split
level, two-story, residence, abode, dwelling, building
(In any/every repeated word/phrase, tell students to keep one
and change the rest.)

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 61

Vary the Verb

In order to get ready to go back to school, I went to Walmart to
get my schools supplies. The list of needed supplies from my
school said get wide-ruled notebook paper. First we got three
packages of wide-ruled paper. Next we got a package of twelve
# 2 pencils. Also I walked down aisle 5 to get some crayons and
colored pencils. “Be sure to get an eraser,” my mother
reminded me. Finding a “cool” backpack presented a challenge.
Finally I got a pretty, petite, pink one with silver sparkles on it.
“Wow!” I thought. My friends will really be impressed. Our
family was strolling to the checkout counter, when we saw
three ring binders. I got a sky blue one.

Highlight all get/got. Keep one. Then use word box below to
replace all other. Verbs must be varied, never repeated.

Word bank for get/got: obtain acquire
select search for buy/bought

chose

pick out take/took locate

find/found carry looked for

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 62

Writers’ “PIZZAZZ” Used to Dazzle the Reader

Figurative language—these are some of the most common
ones.

Personification-something not a person acting like a
person. (The leaves danced in the wind)

Similes- compare two items using like or as (The leaves
moved like dancers)

Metaphor- compare two items without using like or as
(The green ballerinas danced in the wind)

Alliteration- two or more words beginning with the
same sounds (The lovely leaves leapt from their lofty perch)

Onomatopoeia- sound words (“Cough, cough” spluttered
the sick child)

Oxymoron—Words put together that have opposite
meanings such as jumbo shrimp.

“Showing, not telling” writing—this is a technique used to
avoid vague statements like:

“The girl was frightened.” Instead, a frightened girl is
“shown” to the reader. For Example:

“The frightened girl quivered as her knees
knocked together, her throat closed up, and her mouth lost
all moisture. She could not even scream her terror.”

Sound Words—Sound words can mimic any sound you hear.
For example, toot toot for the sound of a tugboat or tbbbbth
for a “raspberry.” These also are called onomatopoeia.

Strong, Active Verbs—these verbs say “The cat sprawled in
the chair.” Rather than “The cat was in the chair.”

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 63

Overused Words / Instead of use:

Big: Towering, huge, large, Like: Enjoy, fancy, relish, Said: Called, shouted, cried,
enormous, great, gigantic, care for, be fond of, love, whispered, responded,
mammoth, tremendous, prefer, admire, cherish, asked, remarked,
immense, massive, giant, appreciate, idolize, favor, questioned, replied,
colossal adore, treasure demanded, stated,
exclaimed
Funny: Farcical, amusing, Little: Teeny, small,
silly, jocular, hysterical, diminutive, compact, Saw: Glimpsed, glanced at,
comical, witty, sidesplitting, minuscule, tiny, microscopic, noticed, gazed at, examined,
hilarious, nonsensical, miniature, petite, slight, watched, observed, sighted,
laughable, humorous wee, minute spotted, eyed, spied, stared
at
Go: tray, roam, wander, Make: Shape, build,
rove, range, ramble, construct, manufacture, Smart: Witty, ingenious,
gallivant assemble, fashion, form, bright, sharp, brainy,
fabricate brilliant, knowledgeable,
Good: Great, splendid, gifted, intelligent, clever,
pleasant, superb, marvelous, New: Fresh, novel, original, wise
grand, delightful, terrific, modern, contemporary,
superior, amazing, excellent, current, newfangled Stuff (things): Items,
wonderful pieces, articles, goods,
Nice: Enjoyable, delightful, merchandise, objects, wares,
Great: Wonderful, lovely, pleasant, agreeable, possessions
enormous, noble, likable, cool fine, gratifying,
magnificent, famous, warm, considerate, decent, Terrible: Awful, ghastly,
awesome, splendid cordial, kind, congenial, horrible, rotten, horrid,
thoughtful, courteous, nasty, wretched
Happy: Glad, jovial, joyful, gracious, decent
contented, pleased, cheerful, Type: Kind, sort, class,
elated, jolly, merry, jubilant, Pretty: Beautiful, lovely, variety, make, category,
thrilled, delighted exquisite, gorgeous, breed, brand
glamorous, cute, stunning,
Important: Major, handsome, striking, fair, Very: Awfully, extremely,
significant, vital, attractive, elegant highly, exceedingly, terribly,
momentous, worthy mighty
Sad: Downcast, unhappy,
Interesting: Intriguing, depressed, dejected, woeful, Walked: Staggered,
fascinating, engrossing, forlorn, gloomy, miserable, shuffled, hiked, traveled,
spellbinding, absorbing mournful, sorrowful, trudged, strolled, lumbered,
melancholy, crestfallen paraded, marched,
Laughed: Snickered, sauntered, ambled strutted
giggled, howled, roared,
chuckled, chortled, crowed,
guffawed, tittered, hee-
hawed, bellowed, cackled

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 64

Types of sentences- four different ways of writing
a sentence:

DECLARATIVE (Statement) - a sentence that tells you something. It
ends with a period.

INTERROGATIVE (Question) - a sentence that asks you something. It
ends with a question mark.

IMPERATIVE (Command) - a sentence that tells you to do something.
It ends with a period.

EXCLAMATORY (Exclaims) - a sentence that shows strong feeling. It
ends with an exclamation mark.

Sentence- a complete thought. A sentence must have a subject and a verb.

Paragraph- several sentenced about one topic. A paragraph MUST have a main
idea and at least three sentences. ALL sentences MUST be about the same topic.

Prompt- the topic about which you are writing. It may be a question or just a
topic.

Paraphrase- to restate the same thing in a different way. The last paragraph in
your writing paraphrases the first paragraph.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 65

Different Ways of Writing the Same Sentence

1. Regular Order
The rickety bus rides slowly down the road.

2. Question
Does the rickety bus ride slowly down the road?

3. Exclamation
How slow the rickety bus rides down the road!

4. Adverb First
Slowly, the rickety bus rides down the road.

5. Prepositional Phase First
Down the road the rickety bus rides slowly.

6. Verb Precedes Subject
Down the road rides the rickety bus slowly.

7. Quotation
"The rickety bus rides down the road slowly," the drive announced.

8. Apposition
The rickety bus, filled with cheerleaders and football players from our
school, rides slowly down the road.

9. Adjective First
Tired, the rickety bus rides slowly down the road.

10. Adverb Phrase
Recently in a wreck, the rickety bus rides slowly down the road.

11. Present Participle
Knocking loudly, the rickety bus rides slowly down the road.

12. Perfect Participle
Having ridden down the road slowly, the rickety bus rested.

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 66

Transitional Words and Phrases

Another reason Carefully
Another example Suddenly
As well as In contrast
One reason Above
One example After
To begin with Also
To start with Although
To summarize Another
In conclusion As a result
In summary At last
So you can see Before
Hence Behind
First Below
Second Beside
Third Different than
At the same time Beyond
Earlier Due to
Fortunately During
Finally Earlier
Meanwhile For example
Moreover For instance
Nevertheless Further
Still Furthermore
Unfortunately However
While this was happening In addition to
Therefore In fact
However Inside
For example Instead of
Such as If Just as
Since Much as
Next On the other hand
Finally Outside
Afterward Rather than
Then Similarly
Last So
On the other hand Such
Actually Through
Even better Under
Even worse

©2013 BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 67

Homophones E
Eight a number
A Ate past tense of eat
Aisle a path between two rows Ewe a female sheep
I’ll I will You second person pronoun
Allowed permitted
Aloud able to be heard F
Alter change Flea insect on the fur of an animal
Altar in a church Flee run away or escape
Ate having eaten For given to someone
Eight a number Fore in front
Four a number
B Foul not allowed in a game
Ball around object used to play a game; a Fowl a bird

dance G
Bawl cry loudly Grate slice; rails in the ground
Bare uncovered Great large
Bear an animal Groan sigh or make moaning sound
Be verb become Grown have gotten bigger
Bee an insect Gnu an animal
Berries fruit on a bush Knew past tense of know
Buries covered with dirt or sand New opposite of old
Board a flat piece of wood
Bored dull, uninteresting H
Blew past tense of blow Heard past tense of hear
Blue a color Herd group of animals like cows
Break to fall apart or interruptions Here in this place
Brake used to stop a car Hear to listen with your ear
Buy purchase Heal to get well or recover
By an author or to pass Heel back of your foot or shoe
Bye a pass when you don’t play He’ll he will
Hi hello
C High tall, or above other things
Capital large letter; place of government Hole an empty space
Capitol state building Whole the entire thing
Cent penny Hour 60 minutes
Scent a smell
Sent past tense of send I
Cite call to mind; issue a violation I’ll I will
Sight your vision Aisle a path between two rows
Chord several musical notes Its belonging to it
Cord thick string It’s it is
Coarse rough
Course a path K
Knead to mix bread dough
D Need having a use for something
Dew moisture on the grass Knew past tense of know
Do to get something done New opposite of old
Due when something must be turned in Gnu an animal
Doe a female deer Knight lived in a castle and served a lord
Dough flour mixture; slang for money Night dark part of 24 hours
Dual two Knot rope tied together
Duel flight Not a negative word
Know to have learned something
No opposite of yes

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 68

M T
Mail letters Tail the extension of the back of an animal
Male a boy or man Tale a story
Meet to get together Their belongs to them
Meat comes from an animal There in that place
Miner a person who digs for minerals They’re they are
Minor a young person Threw past tense of throw (tossed

N something)
New opposite of old Through (or thru) finished; to pass between
Knew past tense of know
Need having use for something two things
Knead to squeeze bread dough To in that direction; for
Night the dark part of 24 hours Too also; in addition
Knight lived in a castle and served a lord Two a number

O V
One a number Vary change or be different
Won past tense of win Very a great deal
Our belongs to us
Hour 60 minutes W
Or one or another Way a path to something
Ore metal from a mineral Whey milky part of cottage cheese
Oar to row a boat Weigh to determine how heavy something is
We first person plural pronoun meaning you
P
Pail a bucket and I
Pale without color Wee very small
Passed to go by something Weight the number of pounds of something
Past happened earlier in time Wait to stay for someone to come or
Plain not fancy; flat area of land
Plane machine that flies something to happen
Peace not at war Weak not strong
Piece a part of something like a pie Week seven days
Pray an idea expressed to God Wear to put on clothes
Prey an animal caught by another Where in what place
Weather conditions of temperature and
R
Rains water falling from the sky precipitation
Reigns time a king or queen is in power Whether one or another
Reins on a horse Which decide on one
Read having finished a book Witch and evil character
Red a color Whole the entire thing
Right opposite of left Hole an empty space
Write put words on a paper with pencil Won to be victorious
One a number
or pen Wood comes from trees
Would if you agree to do it
S
Sea body of water Y
See to look with your eyes You second person pronoun
Sew to use thread to put together Ewe female sheep
So comes before a reason for something Your belongs to you
Scene landscape; where it takes place You’re you are
Seen past tense of see
Scent a smell
Cent a penny

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 69

Appointment Calendar 1
2
12
11

10

93

84

7 5
6
70
©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER

Writing Question

1. What is a composition?
A. A place where you recycle grass.
B. A story.
C. Any essay you write.

2. Who is a peer? If this is the sentence—You and your peer will collect money for
the homeless shelter.—What does peer mean in that sentence?
A. A place where ships dock.
B. Someone in your class or about your age
C. To look at something.

3. Who is the reader?
A. The person who reads your composition.
B. The computer who reads your composition.
C. Either the person or the computer that reads your composition.

4. How many paragraphs do you have to type the day of the test?
A. 4
B. 7
C. 5

5. Can you write more than 4 or 5 sentences in every paragraph?
A. Yes
B. No
C. Sometimes

6. You must have AT LEAST how many typed lines in every paragraph?
A. 1
B. 2
C. 3
D4

7. What do you do to begin a new paragraph?
A. Indent
B. Skip three lines
C. Hit enter twice

8. What do you do when you have written 5 paragraphs?
A. Raise your hand and tell a person in charge you have finished.
B. Go back and look for mistakes.
C. Find mistakes and correct them, then reread it again.
D. All of the above.

9. Where and when do you use a capital letter?
A. First letter in a person’s name.
B. First word in a sentence.
C. For I when you are talking about yourself.
D. All of the above, A, B, and C.

10. How do you make a capital letter?
A. Put caps lock down.
B. How shift down while pushing the letter.
C. Push shift let it up and then push the letter.

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 71

11. What do you do the day of the test if you can’t find the key you are looking for?
A. Raise your hand and ask the teacher that comes to you.
B. Ask the person beside you.
C. Just skip that word.

12. What do you do if something goes wrong with your computer?
A. Bang on the space bar.
B. Hit the delete key.
C. Raise your hand and wait for help. Never try to correct it yourself and
keep your hands off the computer while you are waiting for help.
D. Erase what you have written.

13. What do you NEVER do the day of the test?
A. Ask for help.
B. Look at another person’s screen.
C. Edit your work.

14. What does edit mean?
A. Look for mistakes.
B. Find mistakes and correct your work.
C. Make your composition longer.

15. When do you erase a paragraph or even a line you have written?
A. Never
B. When what you have written is wrong
C. After you ask the teacher

16. Prompt:
When you arrive at home, you see a little monkey has followed you home. Now you
want to convince your parents to let you keep the monkey. What i the key word?

A speak
B monkey
C convince
D parents
17. Prompt:
When you arrive at home, you see a little monkey has followed you home. Now you
want to convince your parents to let you keep the monkey. What type of prompt is
it?
A Descriptive
B Informative
C Narrative
D Persuasive
18. Prompt:
You need to choose a book that all the students in your class will like to read.
Explain why the book you choose is a good choice. What is the key word?
A explain
B why
C choose
D choice
19. Prompt:
You need to choose a book that all the students in your class will like. Explain why

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 72

the book you choose is a good choice. What is the genre?
A Descriptive
B Informative
C Narrative
D Persuasive

20. Prompt”
Every day you pass a door. It is always locked. Write a story about what is on the
other sie of the door. What is the key word?

A notice
B story
C inside
D locked
21. Prompt:
Every day you pass a door. It is always locked. Write a story about what is on the
other sie of the door. What type of prompt do you have?
A Descriptive
B Informative
C Narrative
D Persuasive
22 Prompt:
Describe a storm. It can be thunder, a snowstorm, a tornado, a hurricane, or a
rainstorm. What is the key word?
A Describe
B thunder
C storm
D tornado
23 Prompt:
Describe a storm. It can be thunder, a snowstorm, a tornado, a hurricane, or a
rainstorm. What is the genre?
A Descriptive
B Informative
C Narrative
D Persuasive

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 73

Answer Key 74

1. C
2. B
3. C
4. C
5. A
6. C
7. C
8. C
9. D
10. B
11. A
12. C
13. B
14. B
15. A
16. C
17. D
18. A
19. B
20. B
21. C
22. A
23. A

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER

List of additional helps on the web site

From the Berkeley County Web Site, go to Departments, Federal
Programs, and Title I Resources for Schools.

Or click on the following link.
http://berkeleycountyschools.org/Page/342

From here, you will find additional files under the following categories:

ACCESS FOR TEACHERS
ACRONYMS POSTERS
 ACTIVITIES
ADDITIONAL HELPS
 EDITING
 ESSAYS
FLIP CHARTS
FORMS FOR RECORDING SCORES
 GRAMMAR
 PROMPTS
 RUBRIC
 SENTENCES
 WEBS

*This list is subject to change as additional information is needed and
added.

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 75

Smarter Balanced

http://www.smarterbalanced.org/
From the Smarter Balanced web site select: Smarter Balanced Assessments and
then Sample Items and Performance Task.

Scroll down the page until you see the following. Click on English language
arts/literacy.

Go to the top and click on View more English language Arts/Literacy Sample
items.

From this page, you can read samples of test questions for grades 3-5, 6-8, and
High School. I had to use Google Chrome to view the above page.

©2013 Berkeley County Schools 4TH & 5TH GRADE WRITING FOLDER 76